Innovative technologies for the implementation of educational activities in higher education institutions

III. Experimental institution: 
1. Forms of control: autonomous control of the scientific supervisor or a group of persons 
who determine the pedagogical process. 
Education system: based on a pedagogical or ideological project; addressed mainly to a 
group of children or adults (non-mass quantity)
(
YOVENKO, NOVAKIVSKA, SANIVSKYI, 
SHERMAN, VYSOCHAN, HNEDKO, 2021). 
Basic orientation: integration into a common system without loss of individuality (or, on the 
contrary, confrontation with traditional systems, depending on the central idea). 
Typical forms: private experimental or author's schools; community educational institutions. 
IV. Traditional educational institutions: 
1. Forms of control: hierarchical control over individuals within the system (IASECHKO, M., 
IASECHKO, S., SMYRNOVA, 2021). 
Education system: based on formal administrative responsibility; focused on generally 
accepted standards of culture and education; addressed only to collective education. 
Basic orientation: at school - this is the integration of a significant part of the population; in 
universities - the implementation of the state order for the graduation of specialists. 
Typical forms: state general education schools; state universities that exist in conditions of 
limited funding. Very bureaucratic. 
The division of educational institutions in Ukraine, therefore, proceeds not on ideological, 
ethnic or religious grounds, but on social criteria and status. Since in society today access to 
material values and benefits is determined not by intelligence and education, nor by the 
social usefulness of knowledge (for example, mathematics or medicine are very highly useful 
industries from the point of view of social development), but is determined by the status 
positions of the emerging middle class, the number of educational institutions of elite and 
commercial types. 
At the micro level, innovations are aimed at creating new content, either a separate course or 
a block of courses (for example, environmental or humanitarian); or to develop new ways of 

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Laplage em Revista (International), vol.7, n. 3A, Sept. - Dec. 2021, p.370-377 
ISSN: 2446-6220
structuring the educational process; or to develop new technologies, new forms and 
methods of teaching (WHITE, FREDERIKSEN, INQUIR, 2021).
At any of the levels, innovation can be viewed as a theoretically grounded, purposeful and 
practice-oriented innovation. At any level, innovation develops in 4 stages: 
•
theoretical; those. substantiation of innovations based on psychological and 
pedagogical analysis; forecasting how the innovation process will develop and what 
are its negative and positive consequences; 
•
organizational and practical; 
•
analytical (generalization and analysis of the results obtained); 
•
innovative. 
Each of the stages has its own tasks and content. The most difficult is the first stage, since 
pedagogical reflections presuppose mastery of psychological and pedagogical theory, the 
ability to build up your ideas into a single concept, substantiate the necessity or inevitability 
of innovations, and highlight the factors that contribute to the introduction of innovations. 
This stage assumes information support of the planned innovation. Careful work at the first 
stage entails success at the stage of introducing innovations into the pedagogical process.
The second stage is the creation of new structures that facilitate the development of the 
innovation. These structures must be mobile, autonomous and independent. At the third 
stage, it is necessary to realize at what level the innovation process is carried out; correlate 
the state of the educational institution as a whole (or the state of teaching a specific subject) 
with the predicted state that was supposed to be achieved as a result of the introduction of 
the innovation (ZIMMERMAN, 2021). 
If the match did not take place, it is necessary to find an answer to the question: why? Success 
at the implementation stage depends on two factors: on the material and technical base of 
the educational institution (or educational environment) where the innovation is carried out, 
and on the qualifications of teachers and managers, on their attitude to innovations in 
general, and on their creative activity. Any innovation requires increased emotional and 
intellectual costs from employees, therefore, this work should be paid adequately. Due to the 
aforementioned problems (professionalism of the teaching staff; material and technical base 
and public assessment of labor), innovations in education make their way long and painfully. 
If we analyze the system of differences between traditional education and innovation and 
identify pedagogical ways of implementing innovative activities, then this analysis will lead us 
to the idea of the need to change teaching technologies.
The most common definition of learning technology is the following: learning technology is a 
way of implementing the learning content provided by curricula, representing a system of 
forms, methods and teaching aids, and this system ensures the most effective achievement of 
the set didactic goal. The sequence of development of training technology can be 
represented by the following diagram. Thus, education is a part of culture, and changes in its 
depths change the way people live, and therefore lead to innovations in education. In the 
post-industrial period of human civilization, which many scientists call information and 
innovation, knowledge and education are becoming key concepts.
It is gratifying that today there is not only an innovative structure of teaching, but also the 
reflective activity of teachers. Understanding of innovative processes is grouped, in our 
opinion, around the following questions (topics): 
•
what is the nature, features and differences of the innovation process; 
•
who are the subjects of this process, how this subjectivity is manifested; 
•
through the solution of what problems the innovation process unfolds; 
•
what types (types) of innovations in education are clearly identified; 
•
areas of innovation; 

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Antonina Chychuk; Tetiana Zorochkina; Maryna Yachmenyk; Nadiia Kyrylenko; 
О
lena Kumeda; Daryna Mougel
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ISSN: 2446-6220
•
the teacher's readiness (psychological, methodological, cognitive) to use innovations 
in the educational process; 
•
Is it possible to learn someone else's innovative experience, and if so, how? 
•
motivational support of innovative processes in an educational institution; 
•
learning technologies and their role in education reform. 
Note that the situation today is quite ambiguous: pedagogical theory has developed a 
number of effective didactic systems, but the introduction of these innovations into 
widespread practice is not everywhere. 
The concept of "innovative education" in the literature is considered as a bipolar 
construction: a number of authors consider innovation from a philosophical-theoretical point 
of view, others describe the rationalization of the educational process through the use of 
some factor, for example, active teaching methods or technical teaching aids. Meanwhile, the 
meaning of educational innovations lies in their applied nature: they are designed to form 
the innovative thinking ability of a university graduate
(
SHERMAN, MARTYNYSHYN, 
KHLYSTUN, CHUKHRAI, KLIUCHKO, SAVKIV, 2021).
Rapidly changing living conditions are prompting society and education as part of it to take a 
fresh look at what is called "human capital". It is the vocational school that is called upon to 
develop mechanisms and technologies for the formation of innovative thinking. Technologies 
serve as a link between theory and practice, higher education and life; they can be 
considered the channel through which professional knowledge is transmitted into the 
educational system. Therefore, by innovative higher education we mean education that is 
based on new knowledge and innovative dynamics. By innovative dynamics we understand 
the logical sequence of technologies for transforming new knowledge into technical or social 
reality, the transformation of scientific knowledge into a product or service. The characteristic 
properties of innovative education are anthropocentrism, self-government, and 
professionalism. The goals of innovative education are: 
•
ensuring a high level of intellectual, personal and spiritual development of the 
student; 
•
creation of conditions for mastering the skills of a scientific style of thinking; 
•
teaching the methodology of innovations in the socio-economic and professional 
spheres.
Innovative education focuses on the student and the teacher, considering them to be 
subjects of the educational process. Their interests - spiritual, intellectual, cultural - serve as a 
prerequisite for the formation of professional thinking, and therefore are brought to the 
center of attention of such education. Anthropocentrism as a property of innovative 
education presupposes a high level of student independence, his / her ability to self-
government; a high level of pedagogical competence, initiative and technological functional 
literacy is required from the teacher. 
The key concept of innovative education is the concept of "professionalism". Professionalism 
in higher education pedagogy is understood through the prism of quality, quality standard, 
and reference level. Most teachers understand professionalism as: 
•
a certain level of skill in solving professional problems; 
•
the ability within the framework of their profession to perform reliable, trouble-free 
activities; 
•
creativity in non-standard situations, search for effective solutions; 
•
high intellectual and personal level of development; 
•
availability of key qualifications and competencies
(
PISKUNOV
, 
IASECHKO
, 
YUKHNO
, 
POLSTIANA
, 
GNUSOV, BASHYNSKYI, KOZYR, 2021).

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Laplage em Revista (International), vol.7, n. 3A, Sept. - Dec. 2021, p.370-377 
ISSN: 2446-6220
The traditional educational process at the university provides students with educational 
knowledge, but the binding of this knowledge to a specific professional activity occurs 
sporadically, for example, during coursework, undergraduate or industrial practice. It is clear 
that it is rather difficult to equip a student with real professional knowledge and qualities in 
these conditions. Innovative education is focused on the formation of professional 
knowledge and qualities in the process of mastering innovative dynamics, for example, in the 
process of mastering typical innovations through an electronic reader, where typical 
innovations are presented, demonstrating the course of development of a given professional 
field of activity, professional tasks of an integral type are collected. 
Thus, the concept of professionalism becomes an integral quality of a graduate, which he 
synthesized himself in the process of his studies. A student's awareness of himself as a 
professional affects the outcome of the educational process, since it activates the motivation 
for self-development, which, in turn, turns the learning process into a source of meeting the 
needs of a developing personality. As a result, the student makes a real transition from the 
formal-legal (the student as a subject of education) into the state of actual anthropocentrism 
(the student is the subject of his own life).